摘要
德国在经历职业教育数字化转型的过程中,不断通过信息化技术以拓展深化职业教育应用场景。从技术接受模型(TAM)的视角,研究德国职业学校师生对于新兴技术的心理接受度与行为模式,揭示其接纳新兴技术行为背后的内在机制。同时,转型过程中产生的问题也愈发凸显,如劳动力市场需求变化和数字化教学对师生产生多重影响。德国采取一系列应对措施,包括确立职业教育数字化能力发展目标体系、提升职业学校教师数字化教学与应用能力、构建多元化的学生数字化学习场景与体验,促进了数字技术与职业教育的深度融合。深入解构德国职业教育数字化转型进程,将为新时代我国职业教育的数字化建设提供有效参考借鉴。
During the process of digital transformation in vocational education,Germany continuously expands and deepens the application scenarios of vocational education through information technology.From the perspective of the Technology Acceptance Model(TAM),this study examines the psychological acceptance and behavioral patterns of German vocational school teachers and students towards emerging technologies,revealing the underlying mechanisms behind their acceptance of emerging technologies.At the same time,the problems arising from the transformation process have become increasingly prominent,such as changes in labor market demand and the multiple impacts of digital teaching on teachers and students.Germany has taken a series of response measures,including establishing a target system for the development of digital capabilities in vocational education,enhancing the digital teaching and application capabilities of vocational school teachers,constructing diversified digital learning scenarios and experiences for students,and promoting the deep integration of digital technology and vocational education.Thoroughly deconstructing the digital transformation process of vocational education in Germany will provide effective reference and inspiration for the digital construction of vocational education in China in the new era.
作者
张烨
宁悦
Zhang Ye;Ning Yue
出处
《中国职业技术教育》
北大核心
2025年第20期104-112,共9页
Chinese Vocational and Technical Education
基金
2021年度上海市浦江人才计划(C类)“德国应用科学大学产教融合体系及实施路径研究”(项目编号:21PJC063,主持人:张烨)
中国高等教育学会2024年度高等教育科学研究规划重大课题“高等教育数字化转型:国际经验与中国路径创新”(项目编号:24XH0101,主持人:张烨)。
关键词
德国
职业教育
技术接受模型
数字化转型
germany
vocational education
technology acceptance model
digital transformation
